「介入反應」在特殊教育的意義與運用

Response to Intervention: The Implication and Application to the Special Education in Taiwan

洪儷瑜(Li-Yu Hung) ； 何淑玫(Shu-Mei Ho)

《特殊教育季刊》 115期 (2010/06) Pp. 1-13

https://doi.org/10.6217/SEQ.201006_(115).0001

摘要

本文就美國身心障礙者教育法(IDEA)2004年修訂條文在學習障礙定義提出「介入反應」之相關背景、意義和實施方式提出討論，並對介入反應在國內法規和執行面上提出檢討和建議。最後並期待特殊教育和普通教育得以合作建立連續性的支持系統。

關鍵字

介入反應 ； 學障 ； 融合教育 ； 三級預防 ； 多層次介入

並列摘要

Since 「Response to Intervention (RTI)」 commanded by the IDEA 2004 in USA caused wide attention in Taiwan, the article introduces to the background issues about RTI before the concept and implementation of RTI from the literature: the impact of inclusive education, application of the tertiary preventive model, the evidence-based intervention, and the problems of definition and identification of learning disabilities. Two key components of implementing RIT are discussed: the models of pre-referral intervention and the methods to decide the response of intervention. Then, the implication and application of RTI in Taiwan are discussed and further suggestions for special education in Taiwan are made. At last, to close up the gap between regular education and special education and the cooperation between both are expected in the near future.

並列關鍵字

response to intervention ； learning disabilities ； inclusive education ； three-tier prevention ； multiple-tier intervention ； Taiwan

參考文獻

王瓊珠(2004)。學習障礙學生鑑定問題探討—以臺北市國小為例。國小特殊教育。37，39-46。

王瓊珠、洪儷瑜、張郁雯、陳秀芬(2008)。一到九年級學生國字識字量發展。教育心理學報。39，555-568。

柯華葳編。中文閱讀障礙。臺北:心理。

吳武典(1980)。學校輔導工作。臺北:張老師。

周台傑(1986)。學習障礙兒童之鑑定—能力與成就差異評量方式之探討。中華民國特殊教育學會年刊，我國特殊教育的現代化中華。285-309。